Abstract
The Escape Room, an innovative teaching strategy, can be customized to various nursing scenarios. Student teams complete puzzles and tasks to reach designated goals and objectives within a limited time frame. Escape Rooms were designed as a clinical make-up day for 10 first-year, second-semester associate degree nursing students. Using activity theory to create a constructivist learning environment, scenarios were designed to focus on diabetic ketoacidosis and safety/environmental factors associated with aspiration pneumonia and wound dehiscence. This student sample evaluated the Escape Room experiences as an effective method for content retention and clinical thinking/judgment.
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